A study of code-switching, the use of two or more linguistic varieties in the same interaction. Code-switching as interpreted in this study is a meta-interactional cue which is activated to signal a change in direction of the interaction. Such a response to the interaction process is considered significant. (AMH)

Discusses American journalism--specifically the syndicated columns. To show their usefulness for English teaching, Art Buchwald's "Unqualifications" is described and the text interpreted. It is suggested that for humorous aspects and language deviations be stressed; for Grades 11-13 irony, American technology and education. (Text is in…

Presents, in the form of a French-German glossary, material for use by students and teacher in classroom interaction. Included are such items as classroom announcements, reading, blackboard work, calling for answers, marginal notes on papers, and handing back the students' work. (Text is in German and French.) (IFS/WGA)

This paper explores some of the relationships between knowing, using and liking English as an additional language. Data was gathered from teachers and students in India, Indonesia and Israel. In predicting acquisition and use, non-attitudinal factors are primary whereas attitudinal factors are primary in predicting attitudes. (CFM)

An analysis of differences in lexical usage among children of different socio-cultural milieux. This study uses other sociological and linguistic studies. It includes twenty-three tables, and presents in conclusion the results obtained, differentiation of the groups and the problems posed by isolation of only one variable. (Text is in French.)…

A description of a study whose object was to analyze the oral language used in class by nine-year-olds from varied socioeconomic backgrounds. The procedure, results and the linguistic characteristics according to situation are described. Several statistical tables are provided. (Text is in French.) (AMH)

A course given to help German teachers of English master English phrases used frequently in the classroom is described. It was found that initial contextualization followed by language laboratory work enabled teachers to assimilate phrases best. (CHK)

A good collection of French proverbs and their English equivalents, classified according to subject. It is suggested that proverbs be used to promote the learning of vocabulary, grammar and pronunciation, ease of self-expression, and appreciation of French culture. (AMH)

This discussion of standard language and dialect is based on opinions and theories regarding Slavonic languages. A set of objective criteria is offered. Distinctions between language, standard language, dialect, glottolect and sociolect are made, and social and political conditions which give rise to them are discussed. References are included.…

Reaction of the target language speaker to the second language learner's errors may play an important role in developing awareness of norms of correctness. A model for corrective feedback has been developed. Its use helps isolate ambiguities, highlights features of corrective interaction effective in eliciting correct performance. (CHK)

A study was designed to ascertain whether syntactic avoidance behavior could be demonstrated for two groups of ESL learners (native speakers of Arabic and of Spanish and Portuguese) in accordance with contrastive analysis difficulty predictions. An avoidance pattern was found in accordance with such predictions. (CHK)

Describes a test of language usage, spelling, and grammar and punctuation which is used to predict students' performance in writing courses. (KS)

This article proposes use of one aspect of transformational-generative grammar as a simple explanation of the use of English articles. In this method, nouns are analyzed to determine their definiteness and whether they are countable, as tests for using "a" and "the." (CHK)

A classroom project designed to increase student comprehension of the rhythms of French journalistic language through familiarization with a weekly magazine is described. Examples of magazine articles dealing with foreign affairs, politics, and television program schedules with teacher-developed comprehension questions are included. (MSE)

Examines the frequency with which a child hears prose, poetry, and songs in the classroom from preschool to second grade. Indicates that children at all levels heard stories daily, whereas poetry received little attention. Argues that the language of literature is most evident in poetry and provides examples to support this conjecture. (JD)